Case Study – Aurore Gagnon
Course Summative Task – 15% of Final Mark
You will have 5 class periods in the computer lab to complete the following tasks (Monday, January 10th – Friday, January 14th)
You must hand in all tasks and your outline on Friday, January 14th.
These will be returned to you to write the final task in class on Monday, January 17th.
TASK #1 – in class
Resources needed: Film and HSP3M notes and textbook
Task Description:
Consider how studies and/or findings from all three social sciences can help to explain what happened to Aurore Gagnon.
In your opinion, which social science provides the most helpful explanation for the events that occurred? Provide specific examples from the film, and refer to specific studies and findings from all three social sciences, to support your position.
TASK#2 – in the lab
Resource: Film AND two short transcripts from Canadian Mysteries website
http://www.canadianmysteries.ca/sites/gagnon/proces/roicontretelesphore/395en.html
http://www.canadianmysteries.ca/sites/gagnon/proces/roicontremarieannehoude/142en.html
Task Description:
Refer back to your note on what constitutes a good parent and strong family bond. Then visit and read the above web pages, which contain legal transcripts from the actual trial. Using all of your sources, answer the following question….
Does the home life of Telesphore and Marie-Anne seem to be healthy according to the lists you have put together? Provide specific examples from the film and transcripts to support your findings.
TASK #3 – in the lab
Resources: Film and Biographies from the Canadian Mysteries Website
http://www.canadianmysteries.ca/sites/gagnon/contextes/biographies/indexen.html
Task Description:
a. Create a pie chart (can be hand-drawn) to indicate how responsible each of the following people and institutions were for Aurore’s death:
Telesphore Gagnon (father)
Marie-Anne Houde (step mother)
Ferdinand Massé and the Catholic Church (the priest)
Oréus Mailhot (Justice of the Peace)
The Criminal Justice System
Arcadius Lemay and Exilda Auger (The neighbours)
Arzelie and Neree Caron (The maternal grandparents)
The school
Any other people or institutions you think have responsibility
b. Provide a one paragraph justification explaining your allocation of responsibility.
TASK #4 – in the lab
Resources: Film AND choose two Doctor’s testimonies from the Canadian Mysteries Website:
http://www.canadianmysteries.ca/sites/gagnon/proces/roicontremarieannehoude/414en.html
http://www.canadianmysteries.ca/sites/gagnon/proces/roicontremarieannehoude/415en.html
http://www.canadianmysteries.ca/sites/gagnon/proces/roicontremarieannehoude/416en.html
Task Description:
A. Summarize both doctors’ diagnoses of Marie-Anne’s “condition.” What do they say are the causes, triggers and effects? How do they prove their case? You might want to select two different opinions of the testimonies given by the doctors.
B. How are these doctors’ assessments similar to and different from our modern understanding of mental illness? Create a T-chart of similarities and differences
C. Diagnose Marie-Anne with a modern understanding of mental illness. Use the description of symptoms and behaviour from the transcripts and in the film, to back up your conclusion.
Some possible diagnoses are: schizophrenia, anti-social personality disorder, dissociate identity disorder, post-partum depression, bi-polar disorder…
TASK #5 – in the lab
Resources: Film and two transcripts from the Canadian Mysteries website.
http://www.canadianmysteries.ca/sites/gagnon/mortetrange/enquetespreliminaires/328en.html
http://www.canadianmysteries.ca/sites/gagnon/proces/roicontremarieannehoude/140en.html (read particularly pages 4-14)
Task Description:
1) Could Aurore have been saved? Considering the society in which Aurore lived, suggest an intervention that might have saved her life. State one person/institution who should have intervened, when it could have best been done, and how Aurore would have been protected.
CRITERIA / Re-Do0 – 49% / Level 1
50-59% / Level 2
60-69% / Level 3
70-79% / Level 4
80-100%
Knowledge / Demonstrates little or no understanding of the social, psychological and cultural forces that shape behaviour, / Demonstrates a limited understanding of the social, psychological and cultural forces that shape behaviour / Demonstrates some understanding of the social, psychological and cultural forces that shape behaviour / Demonstrates a clear understanding of the social, psychological and cultural forces that shape behaviour . / Demonstrates a detailed and thorough understanding of the social, psychological and cultural forces that shape behaviour
Marks
/ 0 1 2 3 4 / 5 5.5 / 6 6.5 / 7 7.5 / 8 9 10Thinking/ Inquiry / No primary source research is evident. / Limited primary source research is evident. Not usually relevant or accurate. / Some primary source research is evident. May not always be relevant or accurate. / Relevant primary source research is clearly evident.. / Detailed and thorough primary source research is clearly evident.
Marks
/ 0 1 2 3 4 / 5 5.5 / 6 6.5 / 7 7.5 / 8 9 10Communication / No use of formal social science vocabulary
English usage interferes with understanding / Little accurate use of formal social science vocabulary
English usage interferes with understanding / Attempts formal social science vocabulary. English usage somewhat interferes with understanding / Uses formal social science vocabulary when appropriate. English usage does not interfere with understanding / Highly effective use of social science vocabulary
English usage enhances understanding
Marks
/ 0 1 2 3 4 / 5 5.5 / 6 6.5 / 7 7.5 / 8 9 10Application / No details connected to social science. / Little success connecting details to social science. / Some success connecting the details to the social science. / Effectively connects the relevant details to the appropriate social science. / Highly effective connection between selected details and appropriate social science.